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Delaware Department of Education 6/23/04. Delaware’s Accountability Plan for Schools, Districts and the State. Why Did We Start Over?. Federal legislation signed January 2002 (NCLB) Reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965

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Presentation Transcript
why did we start over
Why Did We Start Over?
  • Federal legislation signed January 2002 (NCLB)
  • Reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965
  • Delaware merged the existing state accountability processes with federal requirements for 2003-04
what our system allows
What Our System Allows
  • Ensure more valid and reliable accountability determinations
  • Monitor various subgroups progress at the school, district and state level
  • Support our value of continuous improvement
accountability
Accountability
  • Based on the performance of students taught in the school/district/state
  • DSTP – assessments used at grades 3,5,8, and 10 in reading, writing and math
  • Grades 4,6,8 and 11 science and social studies included in state progress determination
calculations
Calculations
  • System compares the % of students that meet/exceed DE content standards each year to previous years for ELA and math
  • Nine possible subgroups reviewed
  • Subgroup included for accountability decisions if there are 40 or more students
subgroups
Subgroups
  • All students (the school as a whole)
  • American Indian
  • Asian American
  • African American
  • Hispanic
  • White
  • Economically Disadvantaged
  • Special Education
  • Limited English Proficient
performance target
Performance Target
  • % of students meeting the standards is compared to a State target of 57% in ELA, 33% in math (explained on the next slide)
  • Beginning in 2004, if performance target for subgroup is not met, a confidence interval is calculated
how do you determine progress for the performance target
How do you determine Progress for the Performance Target?
  • Current year’s test data OR
  • Average of the current year and the previous year of test scores
  • **use the higher of the two measures**
safe harbor
Safe Harbor
  • To see if some change in lowest achieving students
  • Cell shows a 10% decrease in the % of students not meeting the standards not meeting the standards as compared to the previous year, AND
  • Cell shows progress on the Other Academic Indicator
other academic indicators
Other Academic Indicators
  • Beginning in 2004, the Other Academic Indicator for elementary and middle schools is determined by improvement of the average scale scores of the students performing at PL1&2 in reading and math combined
  • OR
  • A decrease in the % of students performing at PL1 in reading and math
  • A confidence interval is used in the comparisons is used here also
ayp a school district or the state must meet
AYP: a school, district or the state must meet --
  • Participation Targets in ELA and math
  • Performance Targets in ELA and math, or attaining Safe Harbor
  • Maintain or show progress toward the Other Academic Indicator
ayp status
AYP Status
  • Beginning in 2004, AYP status is expressed in terms of—
  • Above Target
  • Meets Target
  • Below Target
state progress determination
State Progress Determination
  • Calculated by formula
  • Reading, math, science, social studies included equally
  • Compares current year to last year
state progress determination1
State Progress Determination
  • Beginning in 2004, State Progress status is expressed in terms of –
  • Above Target
  • Meets Target
  • Below Target
state progress determinations
State Progress Determinations
  • Above

-- growth of 6 points OR

-- composite score of 75 or higher

  • Meets

-- composite score of :

61-74 1 point growth

45-60 2 points growth

  • Below

-- composite score of less than 45 OR

--did not meet growth target

ratings
Ratings
  • Beginning in 2004, the overall rating in determined by a combination of AYP and State Progress determination
  • Various combinations or Above, Meets, and Below Target (for State and AYP) yield the overall rating
ratings1
Ratings
  • Superior
  • Commendable
  • Academic Review
  • Academic Progress

--Under Improvement

  • Academic Watch – Under Improvement
how to be classified as under improvement
How to be Classified as Under Improvement
  • Two consecutive years not meeting AYP in same content area

--ELA

--Math

--Other Academic Indicator

how to move out of under improvement
How to Move Out of Under Improvement
  • Must meet two conditions:

--All targets must be met for two consecutive years in the content area(s) or other indicator that placed under improvement

--Can fall below target in other content area(s) or other indicator for two consecutive years